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(For students enrolled in courses E544, E700, E744SP only)
|Unit chair:||W Kortman|
|Note: This unit is delivered in wholly online mode.|
The content of this unit focuses on the contemporary emphasis of quality educational opportunities for all learners. The subject matter is chosen primarily for practicing professional educators who are involved in the daily challenges and complexities of catering for individual learners within diverse student populations. The processes of planning and implementing individual education programs (IEPs) supporting students with special educational needs are explored to develop understandings of how these programs can be incorporated into inclusive classroom contexts. The emphasis in this unit is to understand that IEPs are more than a document but part of a process that can influence and change classroom practice. Subsequently approaches to learning and strategies for teaching diverse student populations will be critically analysed. Students will also consider the practical benefits of families as team members and partners in the educational process and development of educational goals. Emphasis will be placed on the changing professional roles within this context where collaboration is expected to over-ride professional edicts. The inter-related components of an IEP building on students’ current competencies, identified strengths, inclusive goals and assessment for further program planning are integral features of the content of this unit.
There are two assessment tasks, each worth 50%.
Task 1: One literature review to analyse and synthesise understanding of assessment for program planning based on evidence from current literature consider how assessment can be utilised as a road map for inclusive program planning rather than simply providing a checklist or normative score. Discuss how individual program planning can further promote this process and how collaborative partnerships can also strengthen it. From this evidence generate a list of characteristics that would enhance learning in a differentiated classroom. Now discuss either how you have, or would, implement at least one of these characteristics in practice to promote high quality design for differentiated learners within an inclusive framework. (3000 words)
Task 2: Power point presentation: 50%
The development of one IEP with a power point presentation targeted to colleagues and / or parents within a general or special education setting. The presentation must be delivered to colleagues or parent or classroom teacher. Strict confidentiality must be maintained at all levels.
Using the IEP development from Assignment one, the power point will explain and highlight "the process" of generating an IEP, with emphasis on collaborative and inclusive goals and strategies.
Feedback from participants and a copy of the power point presentation is to be submitted for assessment (3000 words or equivalent).
Unit Fee Information
|Student Contribution Rate*||Student Contribution Rate**||Student Contribution Rate***||Fee rate - Domestic Students||Fee rate - International students|
* Student contribution rate for Commonwealth Supported students who commenced studies from 2010
** Student contribution rate for Commonwealth Supported students who commenced studies from 2009
*** Student contribution rate for Commonwealth Supported students who commenced studies from 2008
Please note: Unit fees listed do not apply to Deakin Prime students.